Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that the probability distribution is everywhere in real life and the expected value is related to the probability distribution (Where), Students can figure out how often a coin will land heads or tails (Why), Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.(What) (H) 1.2 The teacher will play the probability song on YouTube which explains some of the things that they will be learning about. (E) 1.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula (Equip), Venn Diagram- students can compare and contrast expected value and probability distribution to help students prepare for their project. Rally Robin - reviewing how mean, median, expected value, etc to help students review for a quiz. (Explore), Students will use GeoGebra to draw the probability distribution and label it's parts on their own and students will use PostermyWal to create a poster that compares and contrasts expected values with the probability distribution in pairs (Experience). (R) 1.4 Students will be thinking about what they already know and what they want to learn by putting what they want to learn on round sticky notes and then placing them on the bubbles of bubble wrap. When they know the concept they can pop the bubble. Students will take a quiz at the end of the lesson to see what they understand.(Rethink), Peers will use a check list to make sure they have certain things in their PostermyWall for expected value and the probability distribution. (Rethink/Revise), As the teacher I will use the check list and give written feedback on the checklist. As the teacher I will collect the students' bubble wrap to see what they haven't popped yet. (Revise/Refine). (E-2) 1.5 Formative Assessment:Pre-Asessment: survey on what students know about probability distribution and expected value. Checking for Understanding: Pop it and Quiz and Timely Feedback: Teacher and Peer (Evaluate). (T) 1.6 Tailors Verbal: Students will be talking with their peers about how they think mean, median, etc relate to the probability distribution during Rally Robin. Logic: Students will be thinking about what they want to know for the pop it activity. Visual: Students will be creating a Venn Diagram that compares and contrasts the probability distribution and expected value. Musical: Students will listen to the Probability Song on YouTube. Kinesthestic: Intrapersonal: Students will create the probability distribution on GeoGebra and label it's part on their own. Interpersonal: Students will work in pairs to create a PostermyWall that compares and contrasts the probability distribution and expected value. Naturalist: (O) 1.7 Students will be able to describe the probability distribution and compare and contrast the probability distribution and expected value, (Explain and Perspective) Product: GeoGebra and PostermyWall, Number of Days: 4-5 (organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that probability is useful in problem solving and decision making (Where), Students can figure out how often they will get the answer right on a test by guessing (Why), Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.(What) (H) 2.2 I will give students a test on a subject other than probability. The students will look over the test and be asked to guess on the questions to see how many they can get right by guessing. I will then relate it to a probability problem so they can calculate how many problems they would get right on a test by guessing and show them how they can calculate an expected grade based on the probability of the answer being correct. (E) 2.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula, z-value formula for means, z-value formula for probability, Critical details - problem solving (Equip), Types of Questions T-chart- students will see different problems that can be solved using probability. Using the chart they will classify the problems as beefy problems or bony problems which will help them when they create their own problem. Pairs check - I will write a question on the board. One student will coach the other through the problem, they will then switch and I will give them a new problem. (Explore), Students will create a problem and share it on Google Docs with their classmates. They will then solve the problems their classmates have created. (Experience). (R) 2.4 The teacher will put different probability problems on the board and a student from each team will come up to the board and slap the answer if the team knows the answer. (Rethink), Students will using a checklist to make sure they have all the components in the problem they created. (Rethink/Revise), As the teacher I will look through the problems that students created and I will give written feedback on a checklist.(Revise/Refine). (E-2) 2.5 Formative Assessment:Checking for Understanding: Slap It and Timely Feedback: Teacher and Self (Evaluate). (T) 2.6 Tailors Verbal: Students will be talking in their groups about the answer to the question during Slap It. Logic: Students will think about the two types of questions and will use their understandings to create their own problem that can be solved using probability. Visual: Some of the questions during the Slap It activity will have graphs. Musical: The probability song will be played in the beginning of the lesson to remind students what type of problems are solved with probability. Kinesthestic: Students will be getting up and moving around when they are playing Slap it. Intrapersonal: Students will be making their own problem and will be assessing their work using a checklist. Interpersonal: Students will be working in two teams during Slap It. Naturalist: Some of the problems that are solved in this lesson using probability will deal with gardening and nature. (O) 2.7 Students will be able to solve a problem using probability (Application) Product: Google Docs, Number of Days: 2-3(organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that probability is useful in problem solving and decision making (Where), Students can make a decision and know what it's impact will be before making the decision (Why),Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.(What) (H) 3.2 Show a data on how many hours studied and grades on tests. Students have to think about how many hours they will study if they go to a basketball game. How will the decision to go or not go to the game impact their score on a test. (E) 3.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula, z-value formula for means, z-value formula for probability, Critical details - problem solving, decision making (Equip), Time line - students will create a timeline of the problem that is posed, the decision, and the impact of that decision. One Stray - students will be able to see what other students decisions where based on probability (Explore), Students will create a comic where a character has to choose to do something. Students will show the impact of the characters decision. (Experience). (R) 3.4 Students will be given a few problems at the end of class as an exit ticket. During class the teacher will check for understanding using 3-2-1 to help students understand how to use probability to evaluate the impact of decisions (Rethink), Peers will look at the comics created by their classmates and will "grade" their comics based on the criteria in the rubric. (Rethink/Revise), As the teacher I will look at the comics and see if they understand how to evaluate the impact of decision based on their comic. I will give written feedback on the rubric.(Revise/Refine). (E-2) 3.5 Formative Assessment:Checking for Understanding: Exit card and 3-2-1 and Timely Feedback: Teacher and Peer (Evaluate). (T) 3.6 Tailors Verbal: Students will talk with other students in a group during the one stray cooperative learning activity. Logic: Students will have to make a logical sequence for their comic. Visual: Students will be creating comics that will involve characters. Musical: Kinesthestic: Students will have multiple chances to move around the room and work with different people during the One Stray activity. Intrapersonal: Students will be able to evaluate the impact of their own decisions at the end of the lesson. Interpersonal: Students will be giving peer feedback on the comics. Naturalist: (O) 3.7 Students will be able to evaluate the impact of their decision (Interpretation)Product: Comic, Number of Days: 3-4 (organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that the probability distribution is everywhere in real life and that the expected value is related to the probability distribution.(Where), Students will be able to relate what they are learning in the classroom to something that occurs in their everyday lives (Why), Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.(What). (H) 4.2 Students will watch a short YouTube video that shows some examples in real life where probability appears. This will be used to start a discussion on where probability has showed up in the students' everyday lives. (E) 4.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula, z-value formula for means, z-value formula for probability, Critical details - problem solving, decision making (Equip), Time order chart - students will fill in the time order chart to list events when the probability distribution appear outside of the classroom. Mix- Pair- Share - students will share their events with their classmates (Explore), Students will make a timeline of times when the probability distribution has showed up in their lives and students will create a Prezi using data from one of their experiences and will relate it to expected value and the probability distribution (Experience). (R) 4.4 Students will use 3-2-1 to evaluate how comfortable they are with the material. Students will also think about how well they know the material by playing four corners. (Rethink), Students will look at a rubric when creating their Prezi to make sure they have completed the task and have compared their experience to both the probability distribution and expected value (Rethink/Revise), As the teacher I will use a rubric to check their understanding of applying their knowledge to real life situations and will given written feedback to the students in a comments section on the rubric (Revise/ Refine). (E-2) 4.5 Formative Assessment:Checking for Understanding: Four Corners and 3-2-1 and Timely Feedback: Teacher and Self (T) 4.6 Tailors Verbal: Student will talk will the teacher when playing four corners. They will explain why they are in the corner they are in. Logic: Students will be getting data on one of their own experiences. Visual: Students will be including pictures and graphs in their Prezi Musical: Kinesthestic: Students will be moving around the classroom during the four corners activity. Intrapersonal: Students will be making a Prezi based on their own experience and will be evaluating their own work using a rubric. Interpersonal: Naturalist:One of the examples from their lives outside of the classroom must be an example from nature. (O) 4.7 Students will be able to relate expected value to the probability distribution and recognize where the probability distribution appears in their everyday lives outside of the classroom (Empathy and Self-Knowledge) Product: Prezi and Timeline, Number of Days: 2-3 (organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 The teacher will play the probability song on YouTube which explains some of the things that they will be learning about.
(E) 1.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula (Equip), Venn Diagram- students can compare and contrast expected value and probability distribution to help students prepare for their project. Rally Robin - reviewing how mean, median, expected value, etc to help students review for a quiz. (Explore), Students will use GeoGebra to draw the probability distribution and label it's parts on their own and students will use PostermyWal to create a poster that compares and contrasts expected values with the probability distribution in pairs (Experience).
(R) 1.4 Students will be thinking about what they already know and what they want to learn by putting what they want to learn on round sticky notes and then placing them on the bubbles of bubble wrap. When they know the concept they can pop the bubble. Students will take a quiz at the end of the lesson to see what they understand.(Rethink), Peers will use a check list to make sure they have certain things in their PostermyWall for expected value and the probability distribution. (Rethink/Revise), As the teacher I will use the check list and give written feedback on the checklist. As the teacher I will collect the students' bubble wrap to see what they haven't popped yet. (Revise/Refine).
(E-2) 1.5 Formative Assessment: Pre-Asessment: survey on what students know about probability distribution and expected value. Checking for Understanding: Pop it and Quiz and Timely Feedback: Teacher and Peer (Evaluate).
(T) 1.6 Tailors
Verbal: Students will be talking with their peers about how they think mean, median, etc relate to the probability distribution during Rally Robin.
Logic: Students will be thinking about what they want to know for the pop it activity.
Visual: Students will be creating a Venn Diagram that compares and contrasts the probability distribution and expected value.
Musical: Students will listen to the Probability Song on YouTube.
Kinesthestic:
Intrapersonal: Students will create the probability distribution on GeoGebra and label it's part on their own.
Interpersonal: Students will work in pairs to create a PostermyWall that compares and contrasts the probability distribution and expected value.
Naturalist:
(O) 1.7 Students will be able to describe the probability distribution and compare and contrast the probability distribution and expected value, (Explain and Perspective) Product: GeoGebra and PostermyWall, Number of Days: 4-5 (organize)
Lesson 2
(H) 2.2 I will give students a test on a subject other than probability. The students will look over the test and be asked to guess on the questions to see how many they can get right by guessing. I will then relate it to a probability problem so they can calculate how many problems they would get right on a test by guessing and show them how they can calculate an expected grade based on the probability of the answer being correct.
(E) 2.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula, z-value formula for means, z-value formula for probability, Critical details - problem solving (Equip), Types of Questions T-chart- students will see different problems that can be solved using probability. Using the chart they will classify the problems as beefy problems or bony problems which will help them when they create their own problem. Pairs check - I will write a question on the board. One student will coach the other through the problem, they will then switch and I will give them a new problem. (Explore), Students will create a problem and share it on Google Docs with their classmates. They will then solve the problems their classmates have created. (Experience).
(R) 2.4 The teacher will put different probability problems on the board and a student from each team will come up to the board and slap the answer if the team knows the answer. (Rethink), Students will using a checklist to make sure they have all the components in the problem they created. (Rethink/Revise), As the teacher I will look through the problems that students created and I will give written feedback on a checklist.(Revise/Refine).
(E-2) 2.5 Formative Assessment: Checking for Understanding: Slap It and Timely Feedback: Teacher and Self (Evaluate).
(T) 2.6 Tailors
Verbal: Students will be talking in their groups about the answer to the question during Slap It.
Logic: Students will think about the two types of questions and will use their understandings to create their own problem that can be solved using probability.
Visual: Some of the questions during the Slap It activity will have graphs.
Musical: The probability song will be played in the beginning of the lesson to remind students what type of problems are solved with probability.
Kinesthestic: Students will be getting up and moving around when they are playing Slap it.
Intrapersonal: Students will be making their own problem and will be assessing their work using a checklist.
Interpersonal: Students will be working in two teams during Slap It.
Naturalist: Some of the problems that are solved in this lesson using probability will deal with gardening and nature.
(O) 2.7 Students will be able to solve a problem using probability (Application) Product: Google Docs, Number of Days: 2-3(organize)
Lesson 3
(H) 3.2 Show a data on how many hours studied and grades on tests. Students have to think about how many hours they will study if they go to a basketball game. How will the decision to go or not go to the game impact their score on a test.
(E) 3.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula, z-value formula for means, z-value formula for probability, Critical details - problem solving, decision making (Equip), Time line - students will create a timeline of the problem that is posed, the decision, and the impact of that decision. One Stray - students will be able to see what other students decisions where based on probability (Explore), Students will create a comic where a character has to choose to do something. Students will show the impact of the characters decision. (Experience).
(R) 3.4 Students will be given a few problems at the end of class as an exit ticket. During class the teacher will check for understanding using 3-2-1 to help students understand how to use probability to evaluate the impact of decisions (Rethink), Peers will look at the comics created by their classmates and will "grade" their comics based on the criteria in the rubric. (Rethink/Revise), As the teacher I will look at the comics and see if they understand how to evaluate the impact of decision based on their comic. I will give written feedback on the rubric.(Revise/Refine).
(E-2) 3.5 Formative Assessment: Checking for Understanding: Exit card and 3-2-1 and Timely Feedback: Teacher and Peer (Evaluate).
(T) 3.6 Tailors
Verbal: Students will talk with other students in a group during the one stray cooperative learning activity.
Logic: Students will have to make a logical sequence for their comic.
Visual: Students will be creating comics that will involve characters.
Musical:
Kinesthestic: Students will have multiple chances to move around the room and work with different people during the One Stray activity.
Intrapersonal: Students will be able to evaluate the impact of their own decisions at the end of the lesson.
Interpersonal: Students will be giving peer feedback on the comics.
Naturalist:
(O) 3.7 Students will be able to evaluate the impact of their decision (Interpretation) Product: Comic, Number of Days: 3-4 (organize)
Lesson 4
Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.(What).
(H) 4.2 Students will watch a short YouTube video that shows some examples in real life where probability appears. This will be used to start a discussion on where probability has showed up in the students' everyday lives.
(E) 4.3 Students will know Definitions - probability, expected value, probability distribution, random variable, mean, median, standard deviation, standard error, Formulas - expected value formula, probability distribution formula, z-value formula for means, z-value formula for probability, Critical details - problem solving, decision making (Equip), Time order chart - students will fill in the time order chart to list events when the probability distribution appear outside of the classroom. Mix- Pair- Share - students will share their events with their classmates (Explore), Students will make a timeline of times when the probability distribution has showed up in their lives and students will create a Prezi using data from one of their experiences and will relate it to expected value and the probability distribution (Experience).
(R) 4.4 Students will use 3-2-1 to evaluate how comfortable they are with the material. Students will also think about how well they know the material by playing four corners. (Rethink), Students will look at a rubric when creating their Prezi to make sure they have completed the task and have compared their experience to both the probability distribution and expected value (Rethink/Revise), As the teacher I will use a rubric to check their understanding of applying their knowledge to real life situations and will given written feedback to the students in a comments section on the rubric (Revise/ Refine).
(E-2) 4.5 Formative Assessment: Checking for Understanding: Four Corners and 3-2-1 and Timely Feedback: Teacher and Self
(T) 4.6 Tailors
Verbal: Student will talk will the teacher when playing four corners. They will explain why they are in the corner they are in.
Logic: Students will be getting data on one of their own experiences.
Visual: Students will be including pictures and graphs in their Prezi
Musical:
Kinesthestic: Students will be moving around the classroom during the four corners activity.
Intrapersonal: Students will be making a Prezi based on their own experience and will be evaluating their own work using a rubric.
Interpersonal:
Naturalist:One of the examples from their lives outside of the classroom must be an example from nature.
(O) 4.7 Students will be able to relate expected value to the probability distribution and recognize where the probability distribution appears in their everyday lives outside of the classroom (Empathy and Self-Knowledge) Product: Prezi and Timeline, Number of Days: 2-3 (organize)
2004 ASCD and Grant Wiggins and Jay McTighe